In numerous worldwide measurement methodologies such as TIMSS or PISA, Indonesian pupils? mathematical competence is still lower than that of several other countries. Indonesia needs to make some efforts to improve students? mathematical abilities and skills. Comparative studies, as one of the initiatives, are planned to provide an overview and serve as a foundation for future learning improvement. This research compares the curriculum and mathematics learning of Singapore, Japan, and Malaysia with Indonesia. A literature review was used to perform this study, which took a qualitative approach. The study's data comes from secondary sources such as books, journals, and online material. Based on the study findings, differences in the curriculum and mathematics learning in Singapore, Japan, Malaysia, and Indonesia impacted students' mathematical abilities. Singapore and Japan implemented problem-solving mathematical learning methods. Teachers give significant instructional materials and practice questions during the learning process to enhance students? capacity to find a solution; thus, learning is more than just knowing the correct answer. While the methods of learning mathematics in Indonesia and Malaysia were initially similar, they both relied on algorithms, memorization, and repetitive exercises. On the other hand, current Indonesian and Malaysian mathematics education attempts to strengthen students? mathematical comprehension and problem-solving ability. Malaysia has likewise emphasized the use of technology in mathematics education.

Comparison

Curriculum

Mathematics Learning

Singapore

Japan

Malaysia

Indonesia